Browsing by Subject "Active learning"

Now showing 1 - 10 of 12
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    10x10=100: Best Practices and Lessons Learned from a Decade of Teaching Online Courses
    (2015-11-21) Hook, Sara Anne
    Drawn from the literature and the Quality Matters rubric as well as the presenter’s own experiences of 10 years of teaching online and in developing 10 courses on a wide variety of subjects, this presentation will offer a generous number of practical approaches and strategies that can be taken to enhance instructor-to-student and student-to-student interaction, encourage active learning and accountability, incorporate peer review and self-reflection, assess student learning outcomes and utilize technology most effectively.
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    Active learning with generalized sliced inverse regression for high-dimensional reliability analysis
    (Elsevier, 2022-01) Yin, Jianhua; Du, Xiaoping; Mechanical and Energy Engineering, School of Engineering and Technology
    It is computationally expensive to predict reliability using physical models at the design stage if many random input variables exist. This work introduces a dimension reduction technique based on generalized sliced inverse regression (GSIR) to mitigate the curse of dimensionality. The proposed high dimensional reliability method enables active learning to integrate GSIR, Gaussian Process (GP) modeling, and Importance Sampling (IS), resulting in an accurate reliability prediction at a reduced computational cost. The new method consists of three core steps, 1) identification of the importance sampling region, 2) dimension reduction by GSIR to produce a sufficient predictor, and 3) construction of a GP model for the true response with respect to the sufficient predictor in the reduced-dimension space. High accuracy and efficiency are achieved with active learning that is iteratively executed with the above three steps by adding new training points one by one in the region with a high chance of failure.
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    Beyond Traditional: A Guide for Equitable and Responsive Mathematics Curriculum
    (Midwest and Plains Equity Assistance Center, 2022-09) Morton, Crystal
    When asked about school mathematics, students rarely describe it as meaningful or relevant. Research shows that students are more engaged when they are challenged to think critically, and can connect the content to their lived experiences. This "Equity Tool" is designed to assist educators in reviewing curricula to determine if it supports equitable and responsive mathematics learning experiences. Additionally, this tool can also serve as a starting point for curriculum development.
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    Big and Small: Active Learning in Online and Face-to-Face Courses
    (2017-04-07) Hook, Sara Anne; Zhu, Liugen
    Drawn from the literature and the experiences of two faculty members, this presentation will highlight a variety of opportunities to promote active learning in online and face-to-face courses. Although some options may require substantial adjustment in pedagogical and logistical approaches, they will demonstrate how even small changes in a course can result in big improvements in student engagement and success.
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    Exploiting the power of information in medical education
    (Taylor & Francis, 2021) Cutrer, William B.; Spickard, W. Anderson, III; Triola, Marc M.; Allen, Bradley L.; Spell, Nathan, III; Herrine, Steven K.; Dalrymple, John L.; Gorman, Paul N.; Lomis, Kimberly D.; Medicine, School of Medicine
    The explosion of medical information demands a thorough reconsideration of medical education, including what we teach and assess, how we educate, and whom we educate. Physicians of the future will need to be self-aware, self-directed, resource-effective team players who can synthesize and apply summarized information and communicate clearly. Training in metacognition, data science, informatics, and artificial intelligence is needed. Education programs must shift focus from content delivery to providing students explicit scaffolding for future learning, such as the Master Adaptive Learner model. Additionally, educators should leverage informatics to improve the process of education and foster individualized, precision education. Finally, attributes of the successful physician of the future should inform adjustments in recruitment and admissions processes. This paper explores how member schools of the American Medical Association Accelerating Change in Medical Education Consortium adjusted all aspects of educational programming in acknowledgment of the rapid expansion of information.
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    An Integrated Approach to Teaching Research in a First-Year Seminar
    (Heldref Publications, 2000) Stamatoplos, Anthony C., 1958-
    This article discusses an approach to integrating library skills instruction into a first-year seminar. It presents an example from a unit on diversity, for which students conduct library research in preparation of term projects. Two class sessions center on information needs and skills associated with students’ projects, as well as general knowledge about university level library and information resources. Students learn about and model the early stages of research through structured brainstorming, small group activities, and role-playing.
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    Interactive web-based learning modules prior to general medicine advanced pharmacy practice experiences
    (American Association of Colleges of Pharmacy, 2015-04-25) Isaacs, Alex N.; Walton, Alison M.; Nisly, Sarah A.; Medicine Faculty Volunteers, School of Medicine
    OBJECTIVE: To implement and evaluate interactive web-based learning modules prior to advanced pharmacy practice experiences (APPEs) on inpatient general medicine. DESIGN: Three clinical web-based learning modules were developed for use prior to APPEs in 4 health care systems. The aim of the interactive modules was to strengthen baseline clinical knowledge before the APPE to enable the application of learned material through the delivery of patient care. ASSESSMENT: For the primary endpoint, postassessment scores increased overall and for each individual module compared to preassessment scores. Postassessment scores were similar among the health care systems. The survey demonstrated positive student perceptions of this learning experience. CONCLUSION: Prior to inpatient general medicine APPEs, web-based learning enabled the standardization and assessment of baseline student knowledge across 4 health care systems.
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    Plans in Perspective: a Pilot Study of Medical Student Study Strategies in Physiology
    (Springer, 2019-07-15) Husmann, Polly R.; Chong, Alexander J.; Epidemiology, School of Public Health
    Students learn a great deal when they study course material outside of our classrooms, but we have little hard evidence of what they are actually doing during that time and how it varies over the course of the semester. This exploratory pilot study asked first-year medical students to complete study strategy surveys at the beginning and again at the end of a stand-alone physiology course. Responses to these surveys were then grouped into categories, and analyses were completed using above average and below average final grades in the course. The amount of change that occurred in individual student responses between pre-course and post-course surveys was also calculated. Results found that students with above average course grades were more likely to study with other students, make their own resources, and have lower grade expectations coming into the course than their peers with below average outcomes. Results also indicated that changing fewer study strategies may also be correlated with higher grades. Unfortunately, the sample sizes for this study are quite small, and additional data is unavailable locally due to curricular changes. It is hoped that other researchers may be able to further evaluate these ideas.
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    The Relationship Between Undergraduate, Baccalaureate Nursing Student Engagement and Use of Active Learning Strategies in the Classroom
    (2010-03-03T17:17:34Z) Popkess, Ann M.; Halstead, Judith A.; McDaniel, Anna; Fisher, Mary L., Ph.D.; Stokes, Lillian
    Nursing schools are facing demands to admit and graduate increasing numbers of students to meet the needs of the future healthcare system. Nursing schools must therefore admit, retain and graduate qualified applicants, able to provide care in complex healthcare environments. Educators are challenged to identify the best educational practices to retain and engage learners in the learning process. Research has indicated that student engagement contributes to student success in college. Learning environments may influence student engagement through the use of active learning strategies in the classroom. The purpose of this descriptive study was to explore the extent of engagement reported by nursing students in classrooms and determine relationships among student engagement, demographic and academic variables and learning environments. Astin’s (1985) Input-Environments-Output model provided the framework for this study, linking student characteristics, and student engagement in learning with outcomes of learning. A sample of 347 undergraduate baccalaureate nursing students from 5 mid-western schools of nursing completed the Adapted Engaged Learning Index (AELI) and the Active Learning Environments Scale (ALES), measuring their level of engagement and perceived degree of active learning in the classroom, respectively. Subjects also provided demographic data including age, academic level, type and number of hours worked off campus, and prior learning experience. T-test and ANOVA analyses were conducted to compare group differences on demographic, learning environments (active, passive and mixed) and levels of engagement. Results indicated a significant (p≤.001) difference in the level of student engagement related to the perceived active learning occurring in the classroom. Students in active and mixed learning environments reported higher engagement levels than those in passive learning environments. Students over 25 years (p=.003), students with higher GPA’s (p≤ .05) and junior students (p≤ .001) reported significantly higher engagement scores than their counterparts. Findings from this study indicate that student engagement in the learning process may be positively influenced by an active learning environment in the classroom.
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    Remediation Trends in an Undergraduate Anatomy Course and Assessment of an Anatomy Supplemental Study Skills Course
    (2014-01-15) Schutte, Audra Faye; O'Loughlin, Valerie Dean; Brokaw, James J.; Flinders, David J., 1955-; Mescher, Anthony L.
    Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for many degree programs at IUB. The difficulty of the course, coupled with pressure to achieve grades for admittance into specific programs, has resulted in high remediation rates. In an attempt to help students to improve their study habits and metacognitive skills Medical Sciences M100: Improving Learning Skills in Anatomy (MSCI M100) was developed. MSCI M100 is an undergraduate course at IUB which is taught concurrently with Anat A215, with the hopes of promoting academic success in Anat A215. This multifaceted study was designed to analyze the factors associated with students who remediate Anat A215, to predict at-risk students in future semesters, and assess the effectiveness of MSCI M100. The first facet involved analysis of Anat A215 students’ demographic information and class performance data from the spring semester of 2004 through the spring semester of 2010. Results of data analysis can be used by IUB instructors and academic advisors to identify students at risk for remediating, as well as provide other undergraduate anatomy instructors across the U.S. with potential risk factors associated with remediation. The second facet of this research involved analyzing MSCI M100 course assignments to determine if there are improvements in student study habits and metacognitive skills. This investigation involved quantitative analysis of study logs and a learning attitudes survey, as well as a thorough inductive analysis of students’ weekly journal entries. Lastly, Anat A215 exam scores and final course grades for students who completed MSCI M100 and students who did not complete MSCI M100 were compared. Results from these analyses show promising improvements in students’ metacognition and study habits, but further research will better demonstrate the efficacy of MSCI M100.